Youth Work

V-SWIFT PTE. LTD.; Singapore; On-site; SGD 30,000 - 42,000; Full time

Job summary

The Youth Work Associate (YWA) at V-SWIFT PTE. LTD. strengthens targeted support for Students with Additional Needs (SwANs) through mentoring, behavioural coaching and programmes tailored to developmental needs and interests.

The YWA collaborates with teachers and the Student Development Team to document progress, observe behaviour and reinforce social-emotional skills in daily school life. The role covers school hours and structured after-school programmes, emphasising applying competencies

Qualifications

• Experience working with students with diverse needs is desirable.
• Ability to document progress and adjust support based on observed needs.
• Strong collaboration skills with teachers and school staff.

Responsibilities

• Build positive relationships with SwANs and provide guidance aligned to individual needs.
• Reinforce social-emotional competencies during class, recess, and after-school activities.
• Monitor progress and coordinate with school teams to provide timely support.
• Strengthen partnerships with families and school personnel.
• Contribute to a coordinated approach with external programme providers.

Skills

Relationship building

Communication

Conflict resolution

Social-emotional coaching

Observation

Job description

The Services required are set out as follows:

1. Purpose

The purpose of the Youth Work Associate (YWA) is to strengthen targeted support for Students with Additional Needs (SwANs) through sustained mentoring, behavioural coaching and programmes tailored to their developmental needs and interests. The YWA will support school based programmes such as F.L.Y, L.O.L and related interventions to develop students' social-emotional competencies, self-management, positive relationships and school engagement.Beyond programme delivery, the YWA will help students apply these skills during lessons, recess and everyday interactions through targeted observations, timely coaching and reinforcement. Working with teachers and the Student Development Team, the YWA will document progress and adjust support according to students' needs.The YWA should work closely with the Year Heads (YHs), School Counsellors, Student Welfare Officer (SWO), Form Teachers and other relevant personnel to help the SwANs develop and apply competencies such as socio-emotional competiencies such as self-awareness, self-management, resilience, communication, conflict resolution, compassion and responsible decision-making.The YWA should support students both during school hours and through structured after-school programmes, with an emphasis on helping students apply the competencies learnt in their daily school experiences. The YWA complements, and does not replace, the roles of teachers, School Counsellors, SWO and other school-based professionals.

2. Core Responsibilities

• a. Build positive and trusting relationships with the SwANs and provide appropriate guidance based on their individual needs.
• b. Reinforce students' social-emotional competencies through in class and recess interactions and structured after school developmental programmes.
• c. Monitor students' progress, identify emerging needs and work with the school team to provide timely support.
• d. Strengthen partnerships among the SwANs, their families and the school.
• e. Contribute to a coordinated approach to supporting the SwANs through collaboration with school personnel and external programme providers.

3. Specific Responsibilities

3.1 School Hours Support

• a. Conduct classroom observations to understand students' behaviour, participation, peer interactions and application of social-emotional competencies in their daily learning environment.
• b. Conduct targeted individual or small-group pull-out sessions, in consultation with relevant teachers, to address identified needs and reinforce specific competencies.
• c. Facilitate recess get-togethers or other structured informal interactions to help students practise positive peer relationships, communication, conflict resolution and responsible behaviour.
• d. Share relevant observations and strategies with Form Teachers and the YH Team to support the consistent reinforcement of competencies across school settings.

3.2 Start IT Right (SIR) - Level Bonding Activities

• a. Plan and organise level-wide bonding activities at the start of each term as part of SIR efforts, in collaboration with the Year Head team. Note: First activity starts 5 January 2027.
• b. Design and facilitate age-appropriate, inclusive activities that promote positive peer relationships, teamwork, mutual respect and a sense of belonging within the level.
• c. Conduct the programme by coordinating with Form Teachers and relevant staff on activity preparation, resources, logistics and student support to ensure safe and smooth implementation.

3.3 After-School Support Programmes

The YWA should plan, implement and review the following programmes in consultation with the YH Team:

• a. P3/4 Project F.L.Y. (First Love Yourself) and P5/6 Project L.O.L. (Lead Our Lives)
  • - Conduct age-appropriate activities for P3/P4 and P5/P6 students respectively, focusing on building socio-emotional competencies. These include areas self-worth, mindfulness, resilience, compassion, communication, relationship-building and conflict resolution. Activities may draw on domains such as Art and Music as appropriate to engage students and provide meaningful avenues for self-expression and collaboration.
  • - Provide experiential learning opportunities that encourage students to understand different perspectives, collaborate and support one another.
  • - Where appropriate, engage external partners or programme providers to enrich students' learning experiences.
  • - Reinforce competencies introduced through these programmes during school hours to support their application in everyday situations.
• b. PowerUp Hours (Homework Support Club)
  • - Support a team of teachers to provide a conducive environment for students to complete their homework and develop positive study habits and attitudes.
  • - Guide students in organising their tasks, managing their time and developing greater responsibility for their learning.
  • - Provide academic assistance within the YWA's competencies, without replacing the role of s